LB IS2-'^ 

'^ PHONICS 

STICHTEE, ^^- 



^^' 



^ 






JN presenting this little booklet to 
the teachers, I don't claim to be 
the originator of very much of it. 
Some I learned at training school; 
some I have jotted doAvn at various 
times from other teachers and from 
lectures; some came through teach- 
ers' magazines; some I got I know 
not where, and a little of it, I be- 
lieve, I worked out for myself. Its 
only merit is the gathering of it to- 
gether between two covers for prac- 
tical use. Neither do I present it as 
a method in itself but believe that 
any teacher, regardless of the meth- 
od or combination of methods which 
she effects, will find it a help. 



KATHERIXE STICHTER. 



Second Edition 

{Copyrighted hy Kat/icrine Sticfitcr, ]9I7) 



Press Co. Print, Wasliinglon, Ioa:a 



Word recognition is the essential basis of all reading, 
and the best method of teaching word recognition, is the 
one which makes the child most independent of the teach- 
er, and gives him, in the shortest time, the power of rapid 
and accurate word recognition. At the same" time the 
reasoning ability must be developed, the mind must be 
alert. 

The chief business of the first year reading, it seems 
to me, is not to impart interesting information. This should 
be done at other periods, for opening exercises, general 
lessons, language, geography and history. But it is to get 
the mechanics of reading rapidly in hand, so that the child 
may arrive at the much desired thought-getting, thought- 
expressing period. 

All primary teachers must grant that there is of ne- 
cessity a phase in the teaching of reading which is purely 
mechanical and either by total neglect or by over use, this 
mechanical phase has been much abused. 

There could be great objections made to the exclusive 
use of i^honies or a phonic method at first, in that it takes 
weeks and months to master all the sounds and symbols 
that a. child must have in order to interpret sentences in- 
dependently. He would gain nothing in thought power 
and the necessary" drill, drill, drill, would soon become 
"stale, flat, and unprofitable." 

But when used gradually and by easy stages, while the 
child is learning to read by any method which emphasizes 
the fact that reading is getting thought from the printed 
page, it gives him a key to independence that no method 
can do which does not have a good, strong, phonic basis. 



7)918 €)GI.A4798(ii> 



I The child must possess phonic recognition power be- 
fore he becomes independent in recognizing new 
words. 

II The use of phonics makes him helpful from the first 
day. 

III The phonics develops and preserves the child's inter- 

est from the first. 

IV By using phonics the child's work is not a mere repe- 

tition of memory processes, but a working process of 
a constructive nature. 

V The knowledge he gains in learning the sounds is at 

once put into use, for the child fixes the sounds and 
powers of the letters in his memory by using them, 
and not by drill. 

VI Phonics helps materially in securing distinct articu- 

lation and clear enunciation. 

Steps For Phonic Work. 

I The ear must be trained to recognize sounds. 

II The voice must be trained to imitate sounds. 

III The pupils learn to give sounds from characters. 

IV The pupils learn to sound words from characters and 

to give the word sounded. 

y The pupils are taught to make out new or unfamiliar 
words. 

5 



VI The pupils are taught to use diacritical marks. 

YII The pupils are taught simple rules for markings, and 
hoAv to apply these rules. 

Diacritical Marking. 

1 Diacritiea,' marking is the use of a system of char- 
acters and marks to distinguish the various sounds of the 
letters of the alphabet. 

Macron " Tilde ~ 

Breve •. . . ^ Broad sound a 

Circumflex " Cedila , 

2 Key to the sounds based upon AVebster's Internat- 
ional Dictionary, 

Vowels. 

a as in cake e as in they 

a as in mat I as in ice 

a as in care i as in sit 

a as in far i as in bird 

a as in all u as in use 

a as in grass il as in up 

o as in snow ur as in curl 

as in not q as in rude 



6 as in for 

6 as in move 



ii as in put 

oo as in moon 



o as m son 

e as in leaf "^^ as in foot 

e as in met Y as in fly 

er as in her y as in lady 



Consonants. 

1, 111, f, r. d, z, b, k, s, s, g, g, li, j, K 
w, c, c, n, u, p, q, t, t, V, x, x, y, sh, 
\vh, th, cli, 00, 00. 

g as in gem x as in exact 

c as in call ^ as in boys 

g as in get 

c as in city x as in except 

Tied Sound. 



ell as in chain 

j^l^ as in she 

til as in this 

ti^ as in with 

■^y-^ as in white 

oi as in oil 

oy as in boy 

OAv as in owl 

Blended Sounds. 

pi, br, ci', str. s])r, sni, bl, wor, fl, sp, sbr. tr, fr, gl, 
scr, sw, yr, si, st, thr. 

Endings. 

ful, Ic, tion, eel ed, (t), ly, teen. 
Some of the more Common Keys or Families. 

at. an, ad. ft, ed, ay, ow. inu. ack, ook, ight, and, ink, 
old. all, en, in, ip, ap. 

7 



The First Step in Teaching Phonics. Slow Pronunciation 

of Words. 

Before we associate the sounds with the letters that 
stand for them the children must be trained to recognize 
these sounds and to give them clearly and correctly. 

Exercises for slow pronunciation. . 

I. Have familiar objects on chalk tray or in a box. 
Words printed in black are sounded. 

Touch the ball. . 
Bring me the flower. 
Show me the nest. 
Touch the chalk. 

II. Phonetic names of actions which children may 

perform. 

Skip to me. 

Run to the window. 

Clap your hands. 

Hop to the table. 

Shake hands Avitli some one. 

(Later the wliole sentence may be sounded.) 

III. Have pictures of familiar animals pasted on 
chart. 

Show me the cow. 
Show me the dog. 
Touch the horse. 
Touch the bird. 
Touch the baby. 



IV. Phonetic names of part of the body. 

Touch the eyes. 
Touch yoni' nose. 
Toncli the ears. 
Touch your knee. 
Touch your toe. 

y Tell what I say. Listen for the first sound for it 
will tell von what the word is. Teacher then, say more 
quickly, a family of words, such as, ball, hall, small, tall. 
etc. 

VI. Tell short story, having children tell the words 
sounded. ' ' ,; ' ' 

One day a little boy had a new red ball. He ran out 
doors as fast as he could, to see how high he could throw it. 
He threw it as high as the top of the old apple tree. 

YH. Child chooses picture on the chart. 

Guess which picture I am thinking of. ' ■ 

Children— in turn— guess 

Is it the dog? '. 

No, it is not the dog. ' -\ ■ \\ 

The fhildfcn continue guessing until right picture is 

named. 

VIIT. F(Mir or five pupils stand, facing class, witli 
hands behind them. Objects arc placed in the hands. The 
children tell, bv feeling it, what the object is, and say the 
name slowly. The children in the class then pronounce it. 

The words used in this work should follow as nearly as 
possible the words that will be first used in the reader. 

9 



Second Step. 

Letters are marks and marks interest children only as 
they represent life or action. Most children learn to 
know the common animals, not by their name, but by what 
they say. The dog is the "bow-wow." The cow "moo," 
etc. So in order to associate more readily the sounds with 
the letter, a very liberal use of fancied resemblances 
should be used. This can be done very interestingly 
through the story form, either by using one long continued 
story, telling a little of it each day, or a complete short 
story for each sound. 

Any live, wide awake teacher can easily work out a 
story for herself, which will suit her oAvn particular needs 
and environments. 

The folloAving is merely a suggestion : 

Once upon a time there lived in a town, a boy, whose 
name was Ned. Every year when it was just about time 
for school to be out Ned began counting the days, for he 
knew that the very next day after the last day of school, 
his grandfather would come in from the country and take 
him out to the big farm, where he could see all the chick- 
ens and the pigs, and the cows, and could hear the birds 
sing, and could pick flowers in the meadow and down by 
the brook, and could have, oh ! such a good time. 

And sure enough, this time that I am telling j'ou about, 
the very day after school was out, grandpa did come, and 
away they started for the country, and Ned was about the 
happiest boy you ever saw. 

10 



As they were riding along, Ned heard such a funny hum- 
.ning noise that sounded something like this, 1-1-1-1-1-1. Af- 
ter a while he said: "Grandpa, what is that noise I hear, 
which sounds like 1-1-1-1-1-1." And his grandpa laughed 
and said, ' 'Whj^ that is the noise in the telephone pole. 
It is made by the wind blowing through the telephone 
Avires." How many of you children have heard the same 
sound 1 And do you know, children, that we have a letter, 
which looks a good deal like a telephone pole, and, which 
is almost the same thing. (Teacher writes I upon the board 
and gives sound. Now we will make a lot of poles, just 
like the ones Ned saw when he was driving along with his 
grandpa, and you may tell me what each one says.) 

It was almost dark when grandpa and Ned got home, 
but grandma had supper all ready, and how Ned did eat. 
He was so hungry. After supper grandma said he could 
take some of the food, which was left, out to old Rove)". 
Now who do you think old Rover was? Yes, he was a dog. 
Ned put the pan down, and then he whistled for Rover. 
Rover came bounding up from the barn and when he saw 
who it was that had whistled for him, he was so happy 
that he never looked at his supper, but began barking and 
barking and jumping up on Ned. 

But old Tabby, the cat, had seen the supper, and she 
was having such a good time eating it, when Rover hap- 
pened to see her and, my ! how he did growl at her ! Just 
like this, r-r-r-r-r-r. She got away from there in a hurry, 
I can tell you. She didn't go very far though, and then 
she got up on a post, where she knew she would be safe, 
and spit at him like this, f-f-f-f-f-f. But Rover Avas eatinj^ 
and didn't pay any attention to her. Let's make a picture 
of Tabby sitting upon the post and see if we can remember 

11 



M'hat she says, aud Avhat Rover said when he growled at 
her. 

The next morning Ned was up bright and early for 
there Avere so many things for him to see, and so many 
things for him to do. First he must run down to the barn 
to see old Bess, the cow, then across the meadow to see 
if the little fish were still in the brook, where he had 
seen them last summer. Of course Rover went along, run- 
ning and jumping, and barking at every thing. Once 
Rover stopped and kept barking and barking at some- 
thing in the grass, so Ned went back to see what it was. 
He found that it was a little snake, and it didn't seem to 
like Rover's barking very well for it was saying, s-s-s-s-s-s. 
Ned saw that it was only a little garter snake, and knew 
that it Avould do no harm, so he coaxed Rover away froin 
it, and they went on. Next he saw some old sheep resting 
under the trees, and he wasn't going to pay any attention 
to them, but all at once he heard a faint little sound some- 
thing like this, a-a-a-a-a-a. "Oh, I know what that is,'' 
he said. "There are same little lambs with the old sheep. 
I want to see them." So he went and talked to the little 
lambs a while, and it sounded just like they were trying 
to talk to him, when they said, a-a-a-a-a-a. This letter 
"which I am writing on the board, says just what the littie 
lamb said. What -was it? 

The story can be continued and elaborated as much as the 
teacher desires, to introduce other sounds, these usually 
being associated in some such way as the following: b-Bess, 
the cow, d-dove, g, the frog sound, z-,bee hum, h, the tried 
sound. i-Ned trj'ing to squeal as the little pig did, e-what 
the deaf old lady kept saying, u-trying to lift something 

12 



very heavy, wh-blow out light, sh-hush sound, o-don't 
touch, m-top spinning c-getting fish bone out of throat, 
p-puff sound, w-wind blowing ch-sneeze. The use of tliesn 
resemblances is merely temporary aid. In a very short 
time they need not be referred to at all, and the drill on' 
sounds be given by simply saying, what does 1 say? What 
does m say? etc., using the name of the letter. In this way 
the children learn the names of the letters at the saniv; 
time he is giving the sound and it is one way of teaching 
the alphabet, wiiich some fond parent is always so afraid 
we primnry teachers never will teach. 

As soon as the vowel a, is learned with such conson- 
ants as s, 1, m, n, b, d, f, h, the teacher should begin build- 
ing these into families. This will immediately give the 
child a greatly increased vocabulary. 

(These families are given at the close of the book.) 

The last half of the first year the teacher begins using 
diacritical marks. The children do very little marking. 

At the beginning of the second year, the following 
simple and more common rules for marking are taught. By 
the end of the second year a child should be able to apply 
any of these rules and mark the word. Unphonetic words, 
in which unfortunately, our language abounds, are taughi:, 
and usually referred to , as "run-a-way" Avords, becauKO 
they do not mind the rule. These, as well as quite a num- 
ber of other common words, are learned as sight words j 
words to be learned by sight, without regard to diacritical 
markings or to rules. 

13 



Rules For Marking. 

I. One vowel in the word, and it is not at the last; 
mark it short. — nest. 

II. One vowel in the word, and it is at the last; mark 
it long'. — she. 

II. Two or more vowels in the word; mark the first 
one long-; the last ones silent. — cake. 

IV. Double consonants; last is silent. (Children say 
silent ; both sound alike) bell. 

V. t before eh is silent — catch. 

VI. Effect of r upon vowels, ar, ar, ur, ir, or, yr. 
(Chiklren say, a before r, a, or e before r, er.) 

VII. 1 long before gh^ — gh silent- — high. 

VIII. 5 before e, i, y, gent, gity, gycle. 

IX. g before e, i, y, general, ginger, gypsy. 

X. a before u, w, I, haul, lawn, walk. 

XI. Initial k before n silent, knife. 

XII. Initial w before r silent, wring. 

XIII. Initial y is always a consonant. (No excep- 
tions.) 

XIA'. 11 before k sound, drink. 

Suggestions. 

I. 

The phonic period is not a reading period. It should 
have its own place on the program. 

14 



II. 

As far as possible, let the words used in the phonic 
drills be from the reading lesson. 

III. 

Drill npon the sounds, until the power to use them is 

automatic 

IV. 

Know phonics thoi-onghly yourself before trying to 

teach it. 

V. 

Daily drill in phonics should be given in the first four 
grades. 

Material For Teaching Phonics. 

I. 

For the successfultcaching of phonies, the teacher 
should provide herself with some material besides chalk 
and black board, not only as a matter of interest to the 
children, but as a time saver for herself. Any of the foll- 
owing suggestions may be carried out with large sheets 
of manila paper, which is inexpensive, light to handle, 
and durable. Once made, they may be used over and over 
again. 

I. Make a chai-t of all the sounds used. 

I I. .Make a chart of equivalent sounds. 

15 



III. Make a chart of blended sounds and endings 

Avhieh are to be learned as sight phonograms. 

IV. Make a chart of each family. 

Have the chart headed by an attractive suggestive pic- 
ture. For example, the Perry picture of the rose breasted 
grose beak, could be used for the ing family with the word 
sing" below the picture and the other words in lists. A 
winter scene for old with the suggestive word cold leading 
the list. 

V. Make chart with circle on it. Have sounds around 
the outside, also inside the circle. This can be used as a 
"merry go-round" drill, "drop-the-handkerchief," "frog 
in the pond," "children skating," or the "tit-tat-toe" 
game. Other uses will suggest themselves. 

VI. Have all sounds printed on separate cards. These 
should be on cards about 4x6, just large enough to be 
handled easily. 

VII. Have about ten sounds printed on cards 10x10. 
These may be called gardens, boxes, etc. 

VIII. For seat work have spool boxes with all the 
"sounds in them, one for each child. 

IX. Have boxes with families in, and consonants 
needed for building these families. 

X. Have chart just the size of toj) of desk. Acrofis 
the top have pasted a bright little picture such as a flower, 
fish, apple, etc., with the name written beneath and the 
key sound or blended sound marked. In envelope pasted 

16 



on the buck have words with corresponding sounds, tlio 
child plaeiiig- each word ])eneath the word having the same 
sonnd. 

These charts are the best when printed with a rubber 
stamping outfit, (costing $1.50 and well worth that price 
as it can be. used for so many things and in so many ways.) 
However, a rubber pen Avould do, and even black crayolas 
could be used. 

Suggestions For Sound, Games and Drills. 
By means of games, and the game may be of the simp- 
lest character imaginable, phonics can be made one of the 
most interesting and pleasurable of all the beginning 
school work. The child needs but a mere suggestion to 
turn the most dry and formal drill iuto a spirited and en- 
thusiastic game. The result the teacher is working for, in 
either case, is secured much more quickly through the 
powerful medium of the game. 

A teacher will be surprised to find how many games 
she can think of once she is started. Every season of the 
year Avill bring its own suggestions, as well as every holi- 
day or special day. Usually the simplest ones are the 
best. But in giving work of any kind, the teacher must- 
understand that it is not always necessary to play games 
to drill on Avork, whcthei- it be phonics, words, numbers 
or what. Let your childr<m work now and then, knowing 
that it is work, and that they must do it, not because they 
do or do not like it, but simply because it is work and all 
must work. Work develops the faculties as nothing else 
can, giving the little ones endurance, practice, persever- 
ance and trains them a trifle perhaps for the work they 
will all have to face a little later. Devices arc necessary 

17 



and good, but do not forget that it is extremely easy to 
use too many of them and that after all they are only 
devices. Keep always in mind the results to be accom- 
plished, and although, you will need a good many devices 
in a year, beware of overdoing the matter. These which 
I am giving will doubtless suggest many others to you. 

I. 

Teacher holds up cards on which are printed the eon- 
sonants, vowels, or blend sounds or phonograms. Child- 
ren sound in concert or in turn. 

II. 

Teacher sound letter and children give name of letter. 
Teacher name the letter and children give the sound. 
Teacher give sound, child finds sound on chart. 

III. 

Teacher sounds letter, the cliild finds word on chart, 
later in books beginning with that letter. 

IV. 

Class Race. The card is given to the pupil who says 
the sound first. 

V. 

Cards turned face down on lablc. Two cliildren take 
turn about in turning them over. One which says the 
sound first gets the card, the one winning wlio has the 
most cards. 

18 



VI. 

Place cards in chalk tray. Two children are chosen. 
Teacher gives sounds; the chiklren try to see which one 
can bring" the sound to her first. 

VII. 

Hold up the cards. Give a child a rubber ball and let 
him bounce it once for every correct sound given. If he 
misses, the ball is given to another child. 

VIII. 

Each child is given the name of the sound. Children 
all stoop except the one chosen to show the card. As the 
child recognizes the printed form of his sound he say?, 
•'Here is 'f,' " if f happens to be the letter, and stand?. 
The ones Avho do not give correct sound are tagged. 

IX. 

Children stand in circle. A card is given to each 
child. One child is chosen who has no card. He calls a 
sound and the one holding the card with that sound on it 
runs. If he is caught before reaching his place in the circle 
again, the one who was it takes his card and he. in turn, 
becomes it. 

X. 

Teacher sketch a liouse rapidly on the board. Write the 
sounds in a long line across the board and say, "Here is a 
school house and a lot of little cliildren coming to school. 
If you think that you know thorn all you may come and say 

19 



''good morning'' to them. Child takes pointer and says 
"Good morning, f Good morning h," etc. (This is always 
a favorite game.) 

XI. 

Teacher sketch bean stalk. Put sounds on leaves and 
say, "Who will be Jack and climb up the bean , stalk." 
Sometimes a house is sketched at the top where the hard- 
est sounds are written. Child must take one of these be- 
fore coming down. If he fails the "Giant" has him. 
(Another favorite.) 

XII. 

Relay race. Children stand in two rows, facing board. 
The sounds are written on the board in two perpendicular 
lines, a sound for each pupil in the line. The leaders are 
given erasers and at the word "go," run to the board, 
erase the first sound and hand the erasers to the next on-j 
in line. The line which finishes first, wins the race. 
(Wakens them up, if inclined to be slow some days.) 

XIII. 

Sketch man holding balloons. The balloons may be 
drawn with colored chalk. A sound is placed in each 
balloon. Children buy balloon by saying the sound. 

XIV. 

Sketch small house at top of board. We call it the 
"Wonder House." Have long flight of steps leading to 
and from the house, with sounds written on each step. 
Children climb front steps, go through the house, and 
down the back steps. Afterwards each child who went 
through the house tells what he saw there. 

20 



XV. 

Draw lines to represent a swing. Write a row oi: 
sounds on the board. These are children waiting their 
turn to swing. Child chooses a sound from the line, teach- 
er writes it in the swing, child imitates pushing the swing, 
saying the sound each time he pushes. 

XVI. 

Draw ladder on the board. See who can climb the lad- 
der the fastest. 

XVII. 

Sketch tree with apples on it, a sound written on each 
apple. See who can pick all the apples. 

XVIII. 

Sketch flowers growing, a sound written for the blos- 
som. See who can gather the largest handful. 

XIX. 

Sketch basket of apples, a sound on each apple. Take 
an apple from the basket. 

XX. 

Sketch grandpa driving to town in a big wagon. He 
is bringing to town a load of apples. (Anything approp- 
riate to the season.) A hole in the end of tiie wagon has 
let some apples fall out. See who can pick up these apples, 

21 



XXI. 

Sketch fence. Two or three rows of sounds written 
on boards. See who can get over the fence first. 

XXII. 

Sketch brook, with stepping- stones, on which are the 
sounds. See who can get over the brook without getting 
their feet wet. 

XXIII. 

Draw circle on board. Call it a pond and the sounds, 
children skating. See who can name all the children. 

XXIV. 

Write sounds in long line across the board, with a line 
to divide them into two equal parts. Child starts at each 
end, erases sound as he gives it. and tries to see which one 
will get past the dividing line first. 

XXV. 

Several children are called to front of line, and are 
given cards, the other children observing which sound is 
given to each child. Then the cards are hidden and the 
children in the line tell from memory what sound each 
child has, by saying, "I want r. John." If John has this 
sound, he hands it to the one who asked for it, but if not, 
he shows his card, gives the correct sound, and keeps it. 

XXVI. 

One child steps to front of line, turns his back to the 



chart and closes his eyes, Avhile another child chooses a 
sound from the chart. The first child then turns, points 
to a sound and says, ' ' Was it k. " If not correct, the cliihi- 
rcn in line say, "No, it was not k." Continue until the 
right sound is guessed. 

XXVII. 

Have buckeye (or any small object) suspended on 
string from top of board. See who can say all the soimds 
while the buckeye is swinging. (This is used for all kinds 
of di-ills and seems to be in-er new.) 

XXVIII. 

Sketch a Jack Horner pie. Put in plenty of plums 
(sounds). See who can "stick in his thumb and pull out a 
a plum." Jf a child can get them all he may add "0, what 
a good boy am I." 

XXIX. 

Draw a large circle on the floor. This is the frog pond. 
In the center draAv a rock on which is written one of the 
family keys, like ' ' all. ' ' The children have the cards with 
the sounds on them. The children who have sounds which 
will make a Avord with all, jump, in turn, on the rock; 
give their word and hop out into the pond. (They like 
this game.) 

XXX. 

Children are given the cards with the sounds on them 
One child is given a family sound. Then she calls for all 
the children in her family. The ones holding sounds, 
which will make a Avord Avith the key she holds, come and 
stand beside her. 

23 



XXXI. 

Draw a clothes line. Hang clothes on line by writin<:? 
phonics sonnds on it. Who can take all the clothes of f the 
line. 

XXXII. 

Sketch houses on the board. Write a family in each 
house. Children choose a house, and each one tries to see 
liow large a family he can get in his house. 

Suggestions for Seat Work to Follow Phonics. 

One of the problems which confronts the primary 
teacher under conditions where she must hear a class and 
have another at their seats is "What shall I give for seat 
work." All seat work that simply keeps the child busy 
at play, is valueless. Seat work should impress facts from 
previous lessons: it should teach the child to use his 
hands; it should develop originality; it should develop 
imagination and accuracy. Work done at the seat shows- 
his comprehension of a subject. "Variety is the since of 
life" here, as well as everywhere, in school work. In the 
following suggestions I have kept as far away as possible 
from the old, old and generally over-worked ideas of writ- 
ing and drawing. They have their jjlace, but too much 
Avriting produces eye strain and a nerve strain that is un- 
believable unless you have watched for it. No matter how 
alluring your material at first, do not use it day after day, 
but leave it while it is still interesting, and children will 
greet it as an old friend when introduced again. 

Suggestions for Seat Work to Follow Phonics. 

I. 

Place sounds from phonic box just as they are on 
chart. 

24 



11. 

Make circle of leulils, pegs, corn, seeds, one inch 
lengtlis of bright, colored yarn, and place sounds from 
phonic box as they are on the circle chart. 

III. 

Lay ladder of pegs or colored tooth picks. Place 
sounds on chart on the latter. 

IV. 

Make basket of lentils. Fill with all the sounds you 
know in your box. 

V. 

Make houses Avitli colored pegs. From family phonic 
box, put a different family in every house. 

VI. 
Place the ook family from your box just as the ook 
family on the chart is placed. (This can be done with all 
the families). 

VII. 

With Crayola draw bean stalk. Put sound on every 
leaf. 

VIII. 
Draw around your liand and put a sound in each 
finger. 

IX. 

Draw around this star and put a sound in every print. 
(Teacher should have a great number of patterns to bo 
used in this way.) 

X. 

Teacher write the sounds. Children outline with seed.;, 
pegs or lentils. 

25 



XI. 

Have picture of common animals in spool box. Child- 
ren lay under each picture from phonic box, the first 
sound. 

XII. 

Teacher give each child pattern for a large shoe which 
they mark around and then cut out. The sounds arc then 
written on it, and these are the children of the old woman 
who lived in a shoe. 

XIII. 

Teacher write with colored crayola the sounds and the 
children cut these out. 

XIV. 

Give the children pages of worn out books or parts of 
newspapers if the print is large enough, and have them un- 
derline blend sounds or families. 

XV. 

Have sounds written and have children prick them. 

XVI. 

Have cliart with colored pictures of fruit or flowers 
(from seed catalogues) with the name written under each 
one and a blend of a vowel or family sound marked iu 
each work. Children take some sounds from their phonic 
box, later telling the teacher to which fruit it belongs. 

XVII. 

Provide each child with desk chart, made of manila 

26 



paper. Have small pictures pasted across the top. Below 
each picture is written its name or something suggestive 
about it. Have a blend or a vowel or family sound marked 
in each word. On the back of each chart is an envelope 
containing words with the same sounds. Children place 
corresponding sounds in same list. 

List of Keys and Words. 

The list is made up of words likely to be found in any 
primer or first reader. 



ap 



at an ink ack 

r ap c at e an p ink b ack 

s ap f at r an s ink J ack 

n ap b at p an r ink h ack 

m ap r at m an 1 ink s ack 

1 ap m at th an w ink t ack 

th at pl an th ink p ack 

h at t an dr ink cr aclv 

tr ap s at d an bl ink 1 ack 

str ap fl at f an m ink r ack 

sp an shr ink st ack 

bl ack 
tr ack 
qu ack 



c ap 
g ap 



su ap 



27 





in 


ip 


ight 


and 


en 


p in 


lip 


n ight 


h and 


n en 


t in 


s ip 






m en 


s in 


r ip 


r ight 


1 and 


th en 


th in 


t ip 


f ight - 


s and 


wh en 


sp in 


sk ip 


1 ight 


b and 


t en 


sk in 


dr ip 


m ight 


st and 


d en 


ch in 


wh ip 


s ight 


gr and 


p en 


w in 


sh ip 


t ight 






Uv in 


. tr ip 
ch ip 


br ight 
fr ight 




ad 


et 


ed 


all 


ing- 


b ad 


n et 


be d 


fall 


s ing 


s ad 


ni et 


r ed 


h all 


w ing 


1 ad 


y et 


fed 


t all 


r ing 


ni ad 


p et 


si ed 


c all 


k ing 


p ad 


w et 


n ed 


ball 


s\v ing 


h ad 


fret 


sh ed 


sm all 


st ing 


gl ad 


let 


Fr ed 


w all 


el ing 


cl ad 


g et 


1 ed 


st all 


th ing 
str ing 
I)r ing 
spr ing 
fl ing 



28 



old 


ow 


ook 


c old 


bl ow 


1 ook 


b old 


cr ow 


h ook 


s old 


thr ow 


sh ook 


t old 


si OAV 


t ook 


f old 


sn ow 


e ook 


m old 


fl ow 


br ook 


g old 


si OAV 


cr ook 


h old 


r OAV 


b ook 




S OAV 


11 ook 




1 OAV 





29 



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